How did I do?

A rookie police officer was out for his first ride in a cruiser with an experienced partner. A call came in telling them to     

When did ADDIE become addie?

Training departments must earn the right to move from being training order‐takers and providers to improvers of individual and organizational performance using human performance technology. The starting point for this transition is providing quality training that produces measurable results of value to the organizations the departments serve. To earn this right to truly focus on improving workplace performance, training departments must build a reputation for conducting rigorous analysis followed by improved design, development, and implementation of training solutions that produce measurable results. Only then will their organizations be ready to allow them to expand their role.     

How did Mike steal a TV?

1.One day the detective Jerry received a telephone from his sister Helen.Helen told him she bought a new car and a new TV.But her new TV was stolen.     

Where did distance education go wrong?

Distance education (DE) practices around the world use a wide range of audio‐visual technologies to overcome the lack of direct contact between teachers and students. These are not universally adopted by DE teachers, however, nor even encouraged by their institutions. This article discusses the organisational attitudes that can lead to outdated methods being maintained and successful ones abandoned, and it suggests that, just as educational television and programmed learning were supplanted in previous decades, so the World Wide Web could be abandoned as a viable education medium in the foreseeable future and replaced by more widely available media such as the cell phone. The article contrasts the learner‐centred philosophies underlying current DE approaches with the teacher‐centred philosophies of a generation ago. If these two philosophies are not united in a sensible middle ground, the article suggests, history may come to regard today’s DE as a Dark Age less enlightened than when Genghis Khan sent his arrow riders to deliver the mail in person across the Mongolian steppes, and when Lenin dispatched educational media experts to deliver DE materials by hand across the post‐revolutionary Soviet Union. The main losers in this scenario, the article concludes, will be the students of the developing world.     

Who did Patrick’s Homework?

Patrick无意中从一只猫那里救了个小精灵,小精灵答应帮他做作业,前提是Patrick先教会她。Patrick只有这样做了。你想,要教别人自己会才行呀……     

Where did you go on vacation？

Exercise is good for our health. It can make sick people feel better. So the doctors always says to their patients： Do more exercise !     

What did I do in school today?

Rina went to school 1 she was six years old.She liked her first day 2. Her teacher, Miss Yates,was very nice,and 3 in her class were 4,too.But at the end of the second     

What did I do in school today?

Rina went to school 1 she was six yearsold.She liked her first day 2 .Her teacher,Miss Yates,was very nice,and 3 in her classwere 4 ,too.But at the end of the secondday,when the other children 5 the class-room,Rina stayed behind and waited.     

How did Money and Banknotes Come Out?

Long ago,there was no money in the world.If you wanted something,you did not buy it,but you gave something for it in exchange.If a person needed a pair of shoes,he or she might exchange some eggs or a spear for the shoes.It was a clumsy(笨拙的)way of buying and selling and we call it the “barter”system or “bartering”.This barter system still exists     

Observación de las situaciones didácticas

RESUMEN

Se hace una reflexión sobre la observación en el aula como método de investigación. Se deberá observar las conductas y verbalizaciones de los niños, sus intercambios con los otros y las intervenciones del maestro. El análisis de los datos se llevará a cabo en dos niveles: uno inmediato, con vistas a la acción pedagógica del maestro, y otro diferido, con vistas a profundizar en los procesos del desarrollo. Se enumeran una serie de dificultades a tener en cuenta y se definen qué intervenciones del maestro facilitan la actividad de los niños y cuáles la bloquean y en qué momentos.     

Unit10 Where did you go on vacation？

学习要点预热 张老师：Hello，everybody!学生们：Hello,Mr．Zhang!张老师：☆同学们，在前面的单元中我们已经学习了英语的“一般过去时态”，今天我们就进行一次综合的复习和总结。下面是知识提要的概括。     

Where did you go on vacation？课外拓展

链接一：英语对话和短文 A：Hello． B：Hello．     

How did you get them iced so smoothly?

A young man was visiting hisbrother and sister-in-law for christ-mas dinner and Was surprised to findhis young nephew,Timmy.helping     

How did We Initiate "Industrial Study" Activities?

If we are to sustain and deepen the educational revolution and apply Mao Tsetung thought to reform of the old schools, the most important questions are how to resolve the severe "three separations" phenomenon, how to make education serve proletarian politics, and how to unite education with productive labor.     

Pedagogies for social justice: did Bernstein get it wrong?

This paper explores the often‐touted incompatibility between ‘intellectual rigour’ and ‘relevance’ as this has manifested in Australian debates over Queensland’s New Basics and ‘productive pedagogies’, and associated initiatives such as the New South Wales Quality Teaching Framework. This debate can be located in longer‐standing concerns about how best to meet the educational needs of students who experience social disadvantage. In particular, we focus on the way Bernstein’s concept of ‘vertical’ and ‘horizontal’ discourse has been used by him and others to argue against attempting to make academic knowledge more ‘relevant’ by introducing elements of students out of school lives into the classroom. Drawing on examples from the literature, we trouble Bernstein’s contention that academic and ‘everyday’ knowledge represent different, incompatible knowledge forms that cannot be successfully integrated. This troubling creates an opening for reconsidering the relationship between ‘intellectual rigour’ and ‘relevance’. We argue that we can and should pursue the bringing together of ‘intellectual rigour’ and ‘relevance’ as a means to engage better all students, but particularly those who experience social and educational disadvantage, and improve their learning outcomes. Accordingly, we call for challenging, at a theoretical, practical and policy level, the perception that learning cannot be made relevant without sacrificing intellectual rigour. We also call for more research on teachers already integrating ‘intellectual rigour’ and ‘relevance’, and for teacher professional development and scaffolding to achieve this and to moderate multiple student perspectives and claims to ‘relevance’.